Á¶È«Áß´åÄÄ

HOME Contact... Á¶È«Áß ¼Ò°³ £ü Ư¼ö±³À°ÀÇ ¼Ò°³ £ü Àå¾Ö³í¹® ¼Ò°³ £ü ¿ë¾î¼³¸í£ü °Ô½ÃÆÇ

Hot News
Q & A
Seminar

img11.gif


 
ÀÛ¼ºÀÏ : 02-12-21 01:03
Q1. Áö¹æ±³À°´ç±¹ ÀÌ¿ÜÀÇ °øÀû±â°ü¿¡¼­ ±³À°¹Þ´Â Àå¾Ö¾ÆÀÇ IEP ÀÛ¼ºÀÇ Ã¥ÀÓÀº ´©±¸¿¡°Ô Àִ°¡?
 ±Û¾´ÀÌ : Á¶È«Áß (210.¢½.211.164)
Á¶È¸ : 12,396   Ãßõ : 1,080  
Q1. Áö¹æ±³À°´ç±¹(LEA) ÀÌ¿ÜÀÇ °øÀû±â°ü¿¡¼­ ±³À°¹Þ´Â Àå¾Ö¾ÆÀÇ IEP ÀÛ¼ºÀÇ Ã¥ÀÓÀº ´©±¸¿¡°Ô Àִ°¡?
 


¨ç ÀÌ ÇØ´äÀº °¢ ÁÖÀÇ ÁÖ¹ý ±ÔÄ¢ ¹æħ µî¿¡ ÀÇÇØ ÁÖ¸¶´Ù ´Ù¸£´Ù. °¢ ÁÖ´Â °á±¹ ÁÖ ³»ÀÇ °¢ ±â°üÀÌ IEPÀÇ ¿ä°Ç ¶Ç´Â ´Ù¸¥ ¹ý·ÉÀÇ ±ÔÁ¤¿¡ ±âÃÊÇÏ´Â °ÍÀ» º¸ÀåÇÒ Ã¥ÀÓÀÌ ÀÖ´Ù. 300. 600¿¡ ÀÇÇϸé ÁÖ±³À°´ç±¹(SEA)Àº ¸ðµç ±³À°°èȹ¿¡ Ã¥ÀÓÀÌ ÀÖ´Â °ÍÀ¸·Î µÇ¾îÀÖ´Ù. ÁÖ ±³À° ´ç±¹(SEA)Àº ÁÖ ³»ÀÇ ¾î¶² Àå¾Ö¾Æ¶óµµ ÁÖ ¶Ç´Â Áö¹æÀÇ ±â°ü¿¡¼­ ¹«»óÀÇ  ÀûÀýÇÑ ±³À°À» º¸ÀåÇÏÁö ¾ÊÀ¸¸é ¾È µÈ´Ù. ÁÖ ±³À° ´ç±¹Àº ÀÌ Ã¥¹«¸¦ ´ÙÇϱâ À§Çؼ­ ÃÖ¼±ÀÇ ¹æ¹ýÀ¸·Î ź·ÂÀûÀÎ ´ëÀÀ (¿¹¸¦ µé¸é, °¢ ±â°üÀÇ ÇùÁ¤)À» ÇÏ¿© °¢ ±â°üÀÇ °üÇÒ±Ç Ã³¸®ÀÇ ½ÇÆд ¿ë¼­µÇÁö ¾Ê´Â´Ù.

(ÁÖ¼®)300. 2(b)¿¡ ÀÇÇÏ¸é ¹ý·ü ±ÔÄ¢ÀÇ ¿ä°ÇÀº °¢ ÁÖÀÇ ¸ðµç ÇàÁ¤±â°ü¿¡ Àû¿ëµÇÁö¸¸ ¿©±â¿¡ Æ÷ÇԵǴ Àå¾Ö¾Æ ±³À°±â°üÀº ÁÖ ±³À° ´ç±¹, Áö¹æ ±³À° ´ç±¹, ´Ù¸¥ ±â°ü(Á¤½Å À§»ý º¹ÁöºÎ, ÁÖ¸³ ½Ã°¢Àå¾ÖÇб³ û°¢Àå¾ÖÇб³), ÁÖ¸³ Àå¾Ö¾Æ ½Ã¼³

  ¨è °¢ ±â°üÀÇ »óȲ º¯È­¿¡ ÀÀÇÑ Á¤Ã¥À̳ª ÇùÁ¤ÀÇ Ã¥Á¤¿¡ °üÇÑ ÁÖÀÇ Ã¥ÀÓ, ¡²2¡³ÁÖÀÇ ´Ù¸¥ ±â°üÀÌ °ü¸®ÇÏ°í ÀÖ´Â Àå¾Ö¾ÆÀÇ ¹èÄ¡¿¡ ´ëÇؼ­ Áö¹æ ±³À° ´ç±¹(LEA)ÀÌ °³½ÃÇÒ °æ¿ìÀÇ IEP ÀÛ¼ºÀÇ Ã¥ÀÓ.
  i) ÁÖÀÇ Á¤Ã¥ ¶Ç´Â ±â°ü »óÈ£ °£ÀÇ ÇùÁ¤Á¤Ã¥ ¶Ç´Â ÇùÁ¤ÀÇ ¹®¼­È­¿¡ ÁîÀ½ÇÏ¿© SEA´Â ÁÖ ³»ÀÇ ¸ðµç Àå¾Ö¾ÆÀÇ IEP°¡ ¹®¼­·Î ÀÛ¼ºµÇ¾î ½ÇÇàµÇ´Â °ÍÀ» º¸ÀåÇÏÁö ¾ÊÀ¸¸é ¾È µÈ´Ù. ÀÌ°ÍÀº ÁÖ ³»¿¡ Á¸ÀçÇÏ´Â ´Ù¸¥ ±â°üÀÇ ´ÙÀ½»óȲÀÇ °æ¿ì¿¡µµ Àû¿ëµÈ´Ù.

  - LEA°¡ ÁÖÀÇ ´Ù¸¥ ±â°üÀÌ °ü¸®ÇÏ´Â Çб³³ª ÇÁ·Î±×·¥¿¡ ÀÖ´Â ¾Æµ¿ÀÇ ¹èÄ¡¸¦ °³½ÃÇÒ °æ¿ì,
  - SEA ¶Ç´Â LEA ÀÌ¿ÜÀÇ ÁÖ Áö¹æ±â°üÀÌ ¼ö¿ë½Ã¼³(±â¼÷Çб³)¿¡ ¹èÄ¡ÇÒ °æ¿ì
  - ºÎ¸ð°¡ ½Ã¼³¿¡ÀÇ ¹èÄ¡¸¦ ½ÃÀÛÇÒ °æ¿ì

  - ÀçÆǼҰ¡ ±³Á¤½Ã¼³¿¡ÀÇ ¹èÄ¡¸¦ ¸íÇÑ °æ¿ì ±â¼÷Á¦ Çб³¿¡ ¹èÄ¡µÇ¾î ÀÖ´Â °æ¿ì, ±× ¾Æµ¿ÀÇ IEPÀÇ ÀÛ¼º ¶Ç´Â ½ÇÇà¿¡ ´ÙÀ½ÀÇ ±â°üÀÇ ´©±º°¡°¡ Æ÷ÇԵǾî ÀÖÁö ¾ÊÀ¸¸é ¾È µÈ´Ù. ±×°ÍÀº LEA, SEA, ÁÖÀÇ ´Ù¸¥ ±â°ü, ±× ±â°üÀÇ ½Ã¼³, ½Ã¼³¼ÒÀçÀÇ LEA°¡ Æ÷ÇԵȴÙ.

(ÁÖ¼®) SEA´Â Àå¾Ö¾ÆÀÇ ¹èÄ¡ ÀÌÀü¿¡ ´ÙÀ½ÀÇ °ÍÀ» º¸ÀåÇÏÁö ¾ÊÀ¸¸é ¾È µÈ´Ù. Áï, Àå¾Ö¾ÆÀÇ ±³À°¿¡ °ü·ÃµÈ ¾î¶°ÇÑ ±â°üµµ ¹ý·ü ±ÔÄ¢¿¡ Á¤ÇØÁø ÃÖ¼Ò Á¦ÇÑ ±³À°È¯°æ(Least Restrictive Environment, LRE)ÀÇ ±ÔÁ¤¿¡ µû¸¦ °Í, ƯÈ÷ Àû¾îµµ ¸Å³â ÇѹøÀÇ ¹èÄ¡°áÁ¤ÀÇ ½ÉÀÇ, ½ÉÀÇ´Â IEP¿¡ ±âÃÊÇÒ °Í, Á¶Ä¡¼±Àº µÉ ¼ö ÀÖ´Â ÇÑ Àå¾Ö¾ÆÀÇ °¡Á¤ °¡±îÀÌ ÀÖÀ» °Í (300. 552(a))

  ii) LEA°¡ °³½ÃÇÏ´Â ¹èÄ¡ÀÇ °æ¿ì: LEA°¡ Àå¾Ö¾ÆÀÇ ±³À°¿¡ Ã¥ÀÓÀÌ ÀÖ´Â °æ¿ì, LEA´Â ±× Àå¾Ö¾ÆÀÇ IEP ÀÛ¼º¿¡µµ Ã¥ÀÓÀÌ ÀÖ´Ù. ÀÌ IEPÀÛ¼ºÀº ÁÖ¸³ÀÇ Æ¯¼öÇб³ ½Ã¼³¿¡ÀÇ ¹èÄ¡ÀÇ °æ¿ìµµ LEA¿¡°Ô ±× Ã¥ÀÓÀÌ ÀÖ´Ù.


(ÁÖ¼®) IEP´Â ¹èÄ¡ ÀÌÀü¿¡ ÀÛ¼ºµÇ¾î ÀÖÁö ¾ÊÀ¸¸é ¾È µÈ´Ù. ÁÖ¸³ÀÇ Æ¯¼öÇб³¿¡ÀÇ ¹èÄ¡°¡ ÇÊ¿äÇÑ °æ¿ì, LEA´Â ±×µéÀÇ °ü·Ã ±â°ü(´ëÇ¥)À» IEPȸÀÇ¿¡ Âü¿©½ÃÅ°Áö ¾ÊÀ¸¸é ¾È µÈ´Ù. Àå¾Ö¾Æ°¡ ÁÖ¸³ Ư¼öÇб³¿¡ ¹èÄ¡µÈ ÈÄ ÀÇ IEPÀÇ Àç½É»ç ¶Ç´Â ¼öÁ¤ÀÇ È¸ÀÇ´Â ÁÖ¹ý¿¡ ±âÃÊÇÏ¿©, LEA ¶Ç´Â ÁÖ¸³Çб³¿¡¼­ °ü¸®µÈ´Ù. ÀÌ LEA¿Í ÁÖ¸³Çб³ÀÇ ¾ç ±â°üÀº IEPÀÇ ¾î¶°ÇÑ °áÁ¤¿¡µµ Âü°¡(¹®¼­ ÀüÈ­¸¦ Æ÷ÇÔ)ÇÏÁö ¾ÊÀ¸¸é ¾È µÈ´Ù. ÁÖ¹ý¿¡ ±âÃÊÇÏ´Â ¹èÄ¡ °áÁ¤Àº, ±× Ã¥ÀÓÀÇ ¼ÒÀç°¡ ÁÖ¸³Çб³·Î À̵¿ÇÏ´ÂÁö ¶Ç´Â LEA¿¡ ³²´Â °ÍÀÎÁö¸¦ ¸íÈ®È÷ ÇÏÁö ¾ÊÀ¸¸é ¾È µÈ´Ù. ±× ÈÄ´Â ±× ±â°üÀÌ IEPÀÇ Àç½É»ç, ¼öÁ¤¿¡ Ã¥ÀÓÀ» Áö´Â °ÍÀÌ µÈ´Ù.

õóîð:¡¡瀬Ú­ïÙê©(1998).î¡úª児ªÈIEP,õè÷îÓÞ学ãýãóî¡úª学ͧ.


Âü°í¹® Çå

±èÁ¤±Ç ÆíÀú(1992). IEP ±¸¾È ½ÇÁ¦. ¼­¿ï. µµ¼­ÃâÆÇ Æ¯¼ö±³À°
¹ÚÈñÂù(1995). °³º°È­ ±³À° ÇÁ·Î±×·¥ÀÇ ÀϹݸðÇü. Á¦2ȸ ±¹³» ¼¼¹Ì³ª. °³º°È­ ±³À° ÇÁ·Î±×·¥ÀÇ È¿À²ÀûÀÎ ¼ö¸³°ú ½Çõ¹æ¾È. ±¹¸³Æ¯¼ö±³À°¿ø.
ÀÌÀ¯ÈÆ(1996). È¿À²ÀûÀÎ °³º°È­ ±³À°°èȹÀÇ ¼ö¸³°ú Àû¿ë¹æ¾È. Á¦3ȸ ±¹³»¼¼¹Ì³ª. °æ±â ¾È»ê±¹¸³Æ¯¼ö±³À°¿ø
Á¤´ë¿µ(1995). °³º°È­ ±³À°ÀÇ À̷аú ¹è°æ. Á¦2ȸ ±¹³» ¼¼¹Ì³ª. °³º°È­ ±³À° ÇÁ·Î±×·¥ÀÇ È¿À²ÀûÀÎ ¼ö¸³°ú ½Çõ¹æ¾È. ±¹¸³Æ¯¼ö±³À°¿ø.
Çѱ¹Á¤½ÅÁöü¾Æ±³À°¿¬±¸È¸ Æí(1996). °³º°È­ ±³À° ÇÁ·Î±×·¥ÀÇ À̷аú ½ÇÁ¦. ´ë±¸´ëÇб³ ÃâÆǺÎ.
Abeson, A., & Weintraub, F.(1977). Underatanding the IEP. In S. Torres(Ed.), A primer on IEPs for handicapped children(pp. 3-8). Reston, VA: Foundation for Exceptional Children.
American Speech-Language Hearing Association.(1994). Individuals with disabilities  education act(PL 101-476). American Speech and Hearing Association Journal,  49,122-124.
Ashman, A., & Elkins, J.(1994). Providing learning opportunities for all children. In A. Ashman & J. Elkins(Eds.), Educating children with special needs(2nd. ed.)(pp. 1-34). Sydney: Prentice Hall.
Bailey, D. B., Helsel-de Wert, M., Theile, J. E., & Ware, W. B.(1983). Measuring individual participation in the interdisciplinary team. American Journal of Mental Deficiency, 88, 247-254.
Banbury, M.(1987). The IEP revisited : A look at the concept and reality. In A. Rotatori, M. Banbury, & R. A. Fox.(Eds.), Issues in special education (pp.42-50). Mountain View, California : Mayfield Publishing Co.
Bennett, M. L., Shaddock, A. J., & Bennett, A. J.(1991). Teachers' perceptions of individualisez education plans. Australian Journal of Remedial Education, 23, 25-28.
Billingsley, F. F.(1984). Where are the generalized outcomes?(An examination of instructional objectives). Journal of the Association for Persons with Severe Handicaps, 9, 186-192.
Butt, N., & Scott, E. M.(1994). Individual education programmes in secondary schools. Support for Learning, 9, 9-15.
Campbell, P. H.(1987). The integrated programming team : An approach for coordinating professionals of various disciplines in programs for students with severe and multiple handicaps. Journal of the Association for Persons with Severe Handicaps, 12, 107-116.
Crisler, J.(1979). Utilization of a team approach in implementing Publish Law 94-142. Journal of Research and Development in Education, 12, 101-108.
Downing, J.(1988). Active versus passive programming: A critique of IEP objectives for students with the most severe disabilities. Journal of the Association for Persons with Severe Handicaps, 13, 197-201.
Dudley-Marling, C.(1985). Perceptions of the usefulness of the IEP by teachers of learning disabled and emotionally disturbed children. Psychology in the Schools, 22, 65-67.
Dunne, T., & O'Regan, C.(1991). Evaluating individual program plans. Journal of Practical Approaches to Developmental Handicap, 14, 15-19.
Enell, N. C.(1983). How to streamline your IEP: A special education handbook on computer-assisted individualized education programs. Carmichael, CA: San Juan Unified School District.(ERIC Document Reproduction Service No. ED236859).
Enell, N. C., & Barrick, S. W.(1983). An examination of the relative efficiency and usefulness of computer assisted individualized education programs. Carmichael, CA: San Juan Unified School District.(ERIC Document Reproduction Service No. ED 236861).
Fiedler, J. F., & Knight, R. R.(1986). Congruence between assessed needs and IEP goals of identified behaviourally disabled students. Behavioural Disorders, 12, 22-27.
Fiscus, E. D., & Mandell, C. J.(1983). Developing individualized education programs. St. paul, STATE: West Publishing Company.
Gerardi, R. J., Grohe, B., Benedict, G. C., & Coolidge, P. G.(1984). IEP-More paperwork and wasted time. Contemporary Education, 56, 39-42.
Giangreco, M. F.(1990). Making related service decisions for students with severe disabilities : Roles, criteria and authority. Journal of the Association of Persons with Severe Handicaps, 15, 22-31.
Gilliam, J. E., & Coleman, M. C.(1981). Who influences IEP committee decisions? Exceptional Children, 47, 642-644.
Glutting, J. J.(1987). The McDermott multidimensional assessment of children: Contribution to the development of individualized educational programs. The Journal of Special Education, 20, 431-445.
Goldstein, S., Strickland, B., Turnbull, A. O., & Curry, L.(1980). An observational analysis of the IEP conference. Exceptional Children, 46, 278-286.
Goodman, J. F., & Bond, L.(1993). The individualized education program : A retrospective critique. Journal of Special Education, 26, 408-422.
Hayes, J., & Higgins, S. T.(1978). Issues regarding the IEP: Teachers on the front line. Exceptional Children, 44, 267-273.
Honer, R., Thompson, L., & Storey, K.(1990). Effects of case manager feedback on the quality of individual habilitation plan objectives. Mental Retardation, 28, 227-231.
Hunt, P., Goetz, L., & Anderson, J.(1986). The quality of IEP objectives associated with placement on integrated versus segregated school sites. Journal of the Association for Persons with Severe Handicaps, 11, 125-130.
Kaye, N. L., & Aserlind, R.(1979). The IEP: The ultimate process. The Journal of Special Education, 13, 137-143.
Kehle, T. J., & Guidubaldi, J.(1980). Do too many cooks spoil the broth? Evaluation of team placement and individual education plans on enchancing the social competence of handicapped students. Journal of Learning Disabilities, 13, 552-556.
Lynch, E. C., & Beare, P. L.(1990). The quality of IEP objectives and their relevance to instruction for students with mental retardation and behavioural disorders. Remedial and Special Education, 11, 48-55.
Meyer, L. H., Eichinger, J., & Park-Lee, S.(1987). A validation of program quality indicators in educational services for students with severe disabilities. Journal of the Association of the Severely Handicapped, 12, 151-163.
McAfee, J. K.(1987). Integrating therapy services in the school: A model for training educators, administrators, and therapists. Topics in Earl Childhood Special Education, 7, 116-126.
Minick, B. A., & School, B. A.(1982). The IEP process: Can computers help? Academic Therapy, 18, 141-148.
Morgan, D. P.(1981). Guidelines for development and implementation of quality IEPs. Education Unlimited, 3, 12-17.
Morgan, D. P., & Rhode, G.(1983). Teachers' attitudes IEPs: A two year follow up. Exceptional Children, 50, 64-67.
Morgan, D. P., & Safer, N.(1977). Teachers' attitudes towards IEPs: A two year follow-up. Exceptional Children, 50, 64-67.
Morrisey, P. A., & Safer, N.(1977). The individualized education plan : Implications for special education. Viewpoints, 53, 31-38.
Odel, S. J., & Galtelli, B.(1980). The individual education program(IEP) : Foundation for appropriate and effective instruction. In J. W. Schifani, R. M. Anderson, & S. J. Odel(Eds.), Implementing learning in the least restrictive environment : Handicapped children in the mainstream(pp. 245-257). Baltimore : University Park Press.
Orelove, F. P., & Sobsey, D.(1991). Educating children with multiple disabilities-A transdiciplinary approach(2nd. ed.). Baltimore: Paul H. Brookes Publishing Co.
Pfeiffer, S. I.(1982). The superiority of team decision making. Exceptional Children, 49, 65-69.
Price, M., & Goodman, L.(1980). Individualized education programs: A cost study. Exceptional Children, 46, 446-454.
Pugach, M. C.(1982). Regular classroom teachers' involvement in the development of IEPs: Exceptional Children, 48, 371-374.
Queensland Department of Education.(1989). Policy and information statement 16.6: Individual education plans for special education services. Brisbane: Author.
Queensland Department of Education.(1989). Ascertainment guidelines for students with disabilities and learning difficulties. Brisbane: Author.
Rainforth, B., York, J., & MacDonald, C.(1992). Collaborative teams for students with severe disabilities. Baltimore: Paul H. Brookes publishing Co.
Rees. W.(1986). Developing individualized education programs: Division of Special Education. Brisbane: Queensland Department of Education.
Rodger, S.(1995). Individual education plans revisited: A review of the literature. International Journal of Disability, Development and Education, 42, 221-239.
Scanlon, C., Arick, J., & Phelps, N.(1981). Participation in the development of the IEP: Parents' perspectives. Exceptional Children, 48, 373-374.
Schenck, S. J.(1980). The diagnostic/instruction link in individualized education programs. The Journal of Special Education, 14, 373-374.
Schenck, S. J.(1981). An analysis of IEPs for LD youngsters. Journal of Larning Disabilities, 14, 221-223.
Shaddock, A. J., & Bramston, P.(1991). Individual service plans: The policy-practice gap. Australia and New Zealand Journal of Developmental Disabilities, 17, 73-80.
Sigafoos, J., Elkins, J., Couzens, D., Gunn, S., Roberts, D., & Kerr, M.(1993). Analysis of IEP goals and classroom activities for children with multiple disabilities. European Journal of Special Needs Education, 8, 99-105.
Sigafoos, J., Kigner, J., Holt, K., S., & Mustonen, T.(1991). Improving the quality of written developmental policies for adults with intellectual disabilities. British Journal of Mental Subnormality, 37, 35-46.
Skinner, M. E.(1991). Facilitating parental participation during individualized education program conferences. Journal of Educational and Psychological Consultation, 2, 285-289.
Smith. S. W.(1990a). Comparison of individualized education programs(IEPs) of students with behavioural disorders and learning disabilities. Journal of Special Education, 24, 85-100.
Smith. S. W.(1990b). Special education-From intent to acquiescence. Exceptional Children, 57, 6-14.
Smith. S. W., & Simpson, R. L.(1989). An analysis of individualized education programs(IEPs) for students with behavioural disorders. Behavioural Disorders, 14, 107-116.
Snell, M. E.(1983). Systematic instruction of the moderately and severely handicapped(pp. 76-145). Columbus, Ohio: Merrill.
Torres, S.(1977). A Primer on IEPs for handicapped children. Reston, VA: Foundation for Exceptional Children.
Turnbull, A. P.(1983). Parent professional interactions. In M. E. Snell(Ed.), Systematic instruction of the moderately and severely handicapped.(2nd. ed.). Columbus, Ohio: Merrill.
Turnbull, A. P., & Turnbull, H. R.(1986). Parent participation in developing the IEP. In A. P. Turnbull., & H. R. Turnbull(Eds.), Families, Professionals and Exceptionality. Columbus, Ohio: Merrill.
Turnbull, A. P., Strickland, B. B., & Brantley, J. C.(1982). Developing and implementing individualized education programs(2nd. ed.). Columbus, Ohio: Merrill.
Turnbull, K. K., & Huges, D. L.(1987). A pragmatic analysis of speech and language IEP conference. Language, Speech and Hearing Services in Schools, 18, 275-286.
Tymitz, B. L.(1980). Instructional aspects of the IEP: An analysis of teachers'  skills and needs. Educational Technology, 20, 13-20.
Weisenfeld, R. B.(1987). Functionality in the IEPs of children with Down Syndrome. Mental Retardation, 25, 280-286.
White, R., & Calhoun, M. L.(1987). From referral to placement: Teachers' perceptions of their responsibilities. Exceptional Children, 53, 460-468.
Willams, W., Fox, T., Thousand, J., & Fox, W.(1990). Level of acceptance and implementation of best practices in the education of students with severe handicaps in Vermont. Education and Training in Mental Retardation, 25, 120-131.
Yoshida, R. K., Fenton, J. P., Maxwell, J. P., & Kaufman, M. J.(1978). Group decision making in the planning process: Myth or reality? Journal of  School Psychology, 16, 237-244.
Ysseldyke, J., Algozzine, B., & Allen, D.(1982). Participation of regular  education teachers in special education team decision making. Exception Children, 48, 365-366.


 
 

Total 345
¹øÈ£ Á¦   ¸ñ ±Û¾´ÀÌ ³¯Â¥ Á¶È¸ Ãßõ
15 Q15. ÃÖÃÊÀÇ ¹èÄ¡¿¡ À־ Ư¼ö±³À°ÀÌ »óÁ¤µÇ¾î ÀÖ´Â °æ¿ì¿¡´Â,¡¦ Á¶È«Áß 12-21 11175 1020
14 Q14. ´çÇØÀÇ SEA / LEA ÀÌ¿ÜÀÇ ±â°ü¿¡¼­ ±³À°µÇ°í ÀÖ´Â °æ¿ìÀÇ ¡¦ Á¶È«Áß 12-21 10818 1002
13 Q13. IEPȸÀÇ¿¡ °øÀû±â°üÀÇ ´ëÇ¥·Î¼­ Âü¿©ÇÒ ¼ö ÀÖ´Â °ÍÀº ´©±¸¡¦ Á¶È«Áß 12-21 11447 982
12 Q12. IEPȸÀÇÀÇ ³»¿ëÀ» ³ìÀ½ÇÏ´Â °ÍÀº °¡´ÉÇÑ°¡? Á¶È«Áß 12-21 11430 1110
11 Q11. IEPȸÀÇÀÇ °³½Ã¸¦ ÇÒ ¼ö ÀÖ´Â °ÍÀº ´©±¸Àΰ¡? Á¶È«Áß 12-21 11623 1115
10 Q10. IEPȸÀÇÀÇ °³ÃÖ È¸¼ö¿Í ±× Á¸¼ÓÀÇ ±â°£Àº ¾î¶»°Ô µÇ¾î Àִ¡¦ Á¶È«Áß 12-21 11841 1211
9 Q9. IEPÀÇ Àç½É»ç³ª °³Á¤Àº, °¢ Çб³¿¬µµÀÇ ´çÃÊ¿¡ ÇàÇØÁöÁö ¾Ê¡¦ Á¶È«Áß 12-21 11862 1149
8 Q8. IEPȸÀÇ´Â ¡¸Æ¯¼ö±³À°°ú °ü·Ã¼­ºñ½º¡¹ÀÇ ´ë»óÀڷμ­ÀÇ ÀÚ°Ý¡¦ Á¶È«Áß 12-21 11464 1137
7 Q7. ¡¸30ÀÏ °£¡¹À̶ó°í ÇÏ´Â ±â°£ÀÇ ¸ñÀûÀº ¹«¾ùÀΰ¡? Á¶È«Áß 12-21 11855 1193
6 Q6. ¾î¶² LEA¿¡¼­ Ư¼ö±³À°À» ¹Þ°í ÀÖ´ø Àå¾Ö¾Æ°¡ ´Ù¸¥ lEA¿¡ ¿Å¡¦ Á¶È«Áß 12-21 12191 1219
5 Q5. óÀ½ Ư¼ö±³À°À» ¹Þ´Â ¾Æµ¿ÀÇ °æ¿ì, ±× IEPÀÇ ÀÛ¼ºÀº ¹èÄ¡¸¦¡¦ Á¶È«Áß 12-21 12177 1212
4 Q4. IEPÀÇ °áÁ¤°ú Ư¼ö±³À°ÀÇ °ø±Þ±â°£ÀÌ Áö¿¬µÉ °æ¿ì, ±× °£°Ý¡¦ Á¶È«Áß 12-21 12521 1164
3 Q3. Ư¼ö±³À°(special education)°ú °ü·Ã¼­ºñ½º(related service¡¦ Á¶È«Áß 12-21 12030 1140
2 Q2. °øÀû±â°ü¿¡ ÀÇÇØ ÁÖ ¿Ü¿¡ ¹èÄ¡µÈ Àå¾Ö¾ÆÀÇ °æ¿ì, ±× Àå¾Ö¾Æ¡¦ Á¶È«Áß 12-21 11999 1072
1 Q1. Áö¹æ±³À°´ç±¹ ÀÌ¿ÜÀÇ °øÀû±â°ü¿¡¼­ ±³À°¹Þ´Â Àå¾Ö¾ÆÀÇ IEP ¡¦ Á¶È«Áß 12-21 12397 1080
   21  22  23

Copyright(c) Cho Hong Joong All rights reserved.
Comments & Questions
hongjoong-cho@hanmail.net , develop2015@naver.com